4 Rationale for the establishment of NVQ and description of the system

5 Thrust of ReformsThe main thrust of the reforms proposed were to build the Sri Lankan workforce with quality assured requisite skills that are essential for industrial upgrading and diversification. In achieving this objective, the TVET system is to be demand driven, in cooperation with the private sector who will be the eventual employers.

6 The challenges foreseenThe major challenges were, whetherthe administrative and organizational systems of the government and major training providers could embark on and sustain the reform processthe private sector could enter into their new role as training providers to take up a significant share of training requirement.

7 Case for establishment of NVQFTVET system before the reformsFragmented qualificationsNo clear quality assurance processLack of industry focusNo qualification upgrading pathwaysObjectives of NVQFProvide a framework for quality assurance in TVET with distinctly identified levels of competencies

8 Tertiary and Vocational Education CommissionLegal framework for the establishment of NVQF was provided by the Tertiary and Vocational Education ActObjects of the CommissionPlanning, coordination and development of tertiary education and vocational education;Development of nationally recognized systems for granting of tertiary education awards and vocational education awards; andMaintenance of academic and training standards in institutes.

9 Initial concepts for forming NVQFVocational qualification system that could assure quality and certify the competencies and offer unified qualificationsStrong participation of industry in setting competency standards and assessment criteriaUpward and lateral mobility within the vocational qualificationsProgressive acquisition of competencies to perform a narrow range to wide range of functionsLearning effort at middle technical and degree levels to be quantified through a credit system

12 NVQF of Sri LankaThe National Vocational Qualifications Framework makes provision for a quality assured and nationally consistent, TVET in Sri LankaThe competency standards include relevant technical and employability competenciesThe level of competency units are based onProcess that a qualification holder will carry outLearning demandResponsibility(Level descriptors are from New Zealand NQF)

16 Quality assurance TVEC is responsible for quality assuranceRegistration of training providers (Public and Private)Course accreditationAuditing of Quality Management SystemsPeriodic monitoring for maintenance of accreditation and QMSImposing of minimum periods of experience for certification through RPL

19 Qualification packaging and credit criteriaBachelors degree – NVQ 7The entry qualification is the NVQ Level 5 qualification.Course duration 3 years, 180 CreditsNVQ Level 6 diploma holder may be granted exemption up to a maximum of 60 credits, depending on the relevance of the credits.

20 Assessment of competenceLevels 1 – 4; competency based assessments focusing on the performance criteria specified in the respective units of competencies.Levels 5 and 6; two stages of assessmentModular based (Formative and Summative) assessments conducted for the assessment of learning outcomes as specified in the curricula.Competency based assessment

21 implementing and promoting NVQLessons on the experienceofimplementing and promoting NVQ

22 Establishment of courses leading to NVQ and course accreditationHigher level of resources needed for CBTLarge number of public training centres were supported by Projects for resource upgrading and staff trainingPrivate sector courses were supported by a grant scheme from TVECStaff training to support course accreditationGrace period of course operation without accreditation

23 NVQ Certification to established existing coursesSome institutes claimed that their courses were above NVQ standardsCourses mapped to NVQ courses to ascertain whether they satisfied the established competency standardsCourses adjusted to satisfy TVEC accreditation criteriaNVQ certification first, followed by Institute certificate

24 Competency AssessmentsTrained assessors for Competency assessmentsLimitations for number of trainees assessed per dayPayment scheme for assessorsEnsuring the consistency of assessments

25 Promoting competency based training in public training institutionsStaff training provided to work on CBT modeOlder training networks posed higher resistance to changeMultiple approaches to promote NVQImportance of political commitment

27 Promoting NVQ system Promoting NVQ system toIndustry and employer bodiesSecondary school pupilsTeachers of secondary schoolsSchool PrincipalsGeneral public

28 Recognition of NVQ for government recruitmentsAlignment of recruitment criteria of craft and middle technical occupations to NVQGovernment salary structure was coupled to NVQs

29 Time frame of implementation1997 Report of Presidential Task Force1999 ADB funded Skills Development Project beginsFrom Oct Stakeholder consultations2003/2005 Development of NVQF, competency standards and curricula for 45 occupations at NVQ 1-4August 2004 Official launch of NVQF by the Executive Order of the MinisterFebruary 2007 First NVQ certificate awarding ceremony2007/2008 Other donor projects support NVQ implementation2007/2009 Development of NVQ 5 & 6 standards curricula2007 Establishment of Colleges of Technology to offer NVQ 5 & 6 coursesOctober 2008 Establishment of University of Vocational Technology2008 Formation of Accredited Training Providers (Private Sector) AssociationJanuary 2009 Incorporation of NVQs to the government recruitment schemeMarch 2010 First NVQ 5 & 6 Diploma award ceremonyJune 2010 National policy document recognizes NVQF as the basis of TVET

30 Conclusion NVQF is to ensure the quality and relevance of TVETComplexity and ambiguity of selecting a competent person by the industry has been largely reduced

31 RecommendationsCountries may consider establishment of NVQF as the system that will allow the alignment of vocational qualifications to the economic and social needs of the country while assuring quality of training.The experience of countries that have successfully developed and implemented NVQF is important in developing similar systems in other countries.

32 Recommendations Cont.3. Political commitment, well functioning administrative systems and a core team of dedicated professionals are essential for successful development and implementation of NVQF and TVET reforms of such major magnitude.4. The development and implementation of a NVQF should be pursued until it becomes sustainable through public acceptance and the reforms are routed in the implementing agencies.